What I am Reading Now: Handbook of college reading
Chapter 6 Reading, Writing, and College Development
What I am Reading Now: Handbook of college reading
chapter 5 Textbook study reading Underlining: most effective if students have background knowledge
not effective of low reading ability, students must first learn how to find the main ideas first
less effective with longer reading material (more than 1000 words)
inconsistent findings with effect of text structure and underlining
more than 1 hour of teaching how to use text structure needed for using underlining as strategy
not effective with inferential recall
Student nee instruction to use outlining or mapping effectively
SQ3R
Complete activities before reading
Survey the material by skimming for organizing material to formulate
Questions or goals by converting subheadings into questions
Read to answer the questions, Monitor progress in answering, and modify processing if unsatisfactory
Recite the answers to the questions
Review the answers
Maligned strategy/ not sufficient to overcome reading weakness. Strategy intensive and lengthy to instruct and requires effort to apply
Strategy adapted as PLAN
Preview
Locate
Add
Note
What I am Reading Now: Handbook of college reading
reviewing reading comprehension chapter p.75
Three major elements: metacognitive, cognitive and affective.
Metacognitive
1. Regulation-the ability to detect errors or contradictions in text
2. Separate important from uniportant information
3.Readers understanding about themselves as thinkers.
4. Domain specific knowledge
Strategy: ask what or how during reading
Cognitive
one's knowledge influences strategic learning
Prior knowledge or Schema
1. Scaffolding
2. Permits inferenceing
3.selective attention
4. orderly memory searches
5. facilitates editing and summarizing
Knowledge seen as multidimensional and multifaceted
Domain specific developed in stages from acclimation, competence and proficiency
Influences on comprehension
Motivation: Personal goal, challenge, control over learning, social interaction
Best practices, mastery approach to leaning
challenging tasks
self-efficacy
domain specific
Beliefs about text
Students treat text as indisputable source of information
Graphic organizers, concept mapping, previews
Students have difficulty discerning important from non important information in text
Strategy: annotating text better than passive underlining and highlighting-needs explicit instruction, should not be copying text verbatim takes longer to read elaborative interrogation ask why,
Durden and Ellis (1995) report on a study of economics students. They conclude that absences did not negatively affect student performance on nationally standardized tests until they exceeded four classes. They further found that the negative effects on performance increased as absences increased. Thus, they conclude attendance does matter for academic performance and the effects of absences are nonlinear. Romer (1993) also found that attendance made a significant contribution to student performance, even when controlled for motivation. Both of these studies were conducted in economics courses. However, Park and Kerr (1990) examined effects of attendance on student performance in a money and banking course. They found that attendance was a determinant of student performance. Ledman and Kamuche (2002) report that students' attendance is significantly correlated with actual class performance. Their study was based on class performance of students in a statistics course with objective (solving quantitative statistical problems) exams. These studies suggest there is added value to students who attend class. If students who attend class outperform those who are repeatedly absent, it is reasonable to conclude that something is occurring as a result of student attendance.
1/22/11
Read:
Bram Stoker's Dracula Edited by Jan Needle/Illustrated by Gary Blythe
I saw the movie a long time ago. I am presently clearing out books. This book was waiting for a reader. It is a quick read and plan to pass the book on. Any Takers? Practice compass test sites
1/20/11 The Edge Question 2011 WHAT SCIENTIFIC CONCEPT WOULD IMPROVE EVERYBODY'S COGNITIVE TOOLKIT?
The term 'scientific"is to be understood in a broad sense as the most reliable way of gaining knowledge about anything, whether it be the human spirit, the role of great people in history, or the structure of DNA. A "scientific concept" may come from philosophy, logic, economics, jurisprudence, or other analytic enterprises, as long as it is a rigorous conceptual tool that may be summed up succinctly (or "in a phrase") but has broad application to understanding the world. 164 CONTRIBUTORS (113,500 words)
1/18/11
I visit this unique blogger daily. She offers a bit of food for my soul. Great artist and thinker. Here is what she posted today. I keep putting off, the challenge to draw everyday, she gave herself. Looking over time her drawings continue to improve. I believe that doing something you want to learn everyday will assist you in achieving your goal. I appreciated her reference today about reading, while she pauses her pencil. Her words, " . . .amplifies and extends my experience of the world " resonated with me. I also love the title of her blog: Woolgathering. My mother use to use that phrase a lot about me. Research now suggests woolgathering or daydreaming is beneficial for children and learning.
By Elizabeth Perry on January 17, 2011 11:12 PM |0 Comments
day2212.jpg
And settled at home again, with time to catch up online. The pause was lovely, but I missed the reading and writing I do on various electronic devices. Web-connected pages don't replace books for me, but the wild variety of that endless magazine/newspaper/art show/encyclopedia amplifies and extends my experience of the world.
We believe a new culture of learning does this in four ways: 1) By thinking about the problem as a crisis in learning rather than teaching 2) By looking at the incredible power of new cultures of learning that are happening already and understanding what makes them successful 3) By tapping new resources: peer to peer learning, amplified by the power of the collective, which favors things like questing dispositions over transfer models of education and embraces play as a modality of exploration, experimentation, and engagement. 4) By understanding how to optimize the resources (and freedom) of large networks, while at the same time affording personal and individual agency constrained within a problem space created by a bounded learning environment.
Powerful video PopTech 2010 Social Innovation Fellow
1/15/11 What I am Reading Now: Handbook of college reading
pages 52- 105 Vocabulary development:
Contextual analysis supports the greatest gains. Pg 52
Page 57
Concept Map for Vocab(-NAIT Diekhoff, et al. 1982)
Page 61
Self Selected Vocab List
Wide Reading p. 65
Comprehension of College Readers
pg. 76
Schema and Cultural Differences Motivation pg. 80
Choice -as in personal Interest
Challenge-task must require effort
Control-Student has contol of their learning situation
Collaboration-Social interaction with peer most motivating
Direct Instruction most effective Organizing Strategies:
Graphic Organizers-allow students to visualize key concepts/definitions
Concept Mapping
PreViews
Isolate Key Information
Underline an Highlight
Annotation
Elaborating-relate to information students already know
Elaborative Interrogation-insert why questions in text or lecture
Elaborative Verbal Rehearsal- Similar to Picture walk
Self-Testing
1/14/11 What I am Reading Now
pages 1-52
eBook from http://www.netlibrary.com/Reader/
Vocabulary
What I am Reading Now: Handbook of college reading
Chapter 6 Reading, Writing, and College Development
What I am Reading Now: Handbook of college reading
chapter 5 Textbook study reading
Underlining: most effective if students have background knowledge
not effective of low reading ability, students must first learn how to find the main ideas first
less effective with longer reading material (more than 1000 words)
inconsistent findings with effect of text structure and underlining
more than 1 hour of teaching how to use text structure needed for using underlining as strategy
not effective with inferential recall
Student nee instruction to use outlining or mapping effectively
SQ3R
Complete activities before reading
Survey the material by skimming for organizing material to formulate
Questions or goals by converting subheadings into questions
Read to answer the questions, Monitor progress in answering, and modify processing if unsatisfactory
Recite the answers to the questions
Review the answers
Maligned strategy/ not sufficient to overcome reading weakness. Strategy intensive and lengthy to instruct and requires effort to apply
Strategy adapted as PLAN
Preview
Locate
Add
Note
What I am Reading Now: Handbook of college reading
reviewing reading comprehension chapter p.75
Three major elements: metacognitive, cognitive and affective.
Metacognitive
1. Regulation-the ability to detect errors or contradictions in text
2. Separate important from uniportant information
3.Readers understanding about themselves as thinkers.
4. Domain specific knowledge
Strategy: ask what or how during reading
Cognitive
one's knowledge influences strategic learning
Prior knowledge or Schema
1. Scaffolding
2. Permits inferenceing
3.selective attention
4. orderly memory searches
5. facilitates editing and summarizing
Knowledge seen as multidimensional and multifaceted
Domain specific developed in stages from acclimation, competence and proficiency
Influences on comprehension
Motivation: Personal goal, challenge, control over learning, social interaction
Best practices, mastery approach to leaning
challenging tasks
self-efficacy
domain specific
Beliefs about text
Students treat text as indisputable source of information
Graphic organizers, concept mapping, previews
Students have difficulty discerning important from non important information in text
Strategy:
annotating text better than passive underlining and highlighting-needs explicit instruction, should not be copying text verbatim takes longer to read
elaborative interrogation ask why,
From:http://findarticles.com/p/articles/mi_hb3325/is_3_7/ai_n29051788/?tag=content;col1
Improving student attendance
Durden and Ellis (1995) report on a study of economics students. They conclude that absences did not negatively affect student performance on nationally standardized tests until they exceeded four classes. They further found that the negative effects on performance increased as absences increased. Thus, they conclude attendance does matter for academic performance and the effects of absences are nonlinear. Romer (1993) also found that attendance made a significant contribution to student performance, even when controlled for motivation. Both of these studies were conducted in economics courses. However, Park and Kerr (1990) examined effects of attendance on student performance in a money and banking course. They found that attendance was a determinant of student performance. Ledman and Kamuche (2002) report that students' attendance is significantly correlated with actual class performance. Their study was based on class performance of students in a statistics course with objective (solving quantitative statistical problems) exams. These studies suggest there is added value to students who attend class. If students who attend class outperform those who are repeatedly absent, it is reasonable to conclude that something is occurring as a result of student attendance.
1/22/11
Read:
Bram Stoker's Dracula Edited by Jan Needle/Illustrated by Gary Blythe
I saw the movie a long time ago. I am presently clearing out books. This book was waiting for a reader. It is a quick read and plan to pass the book on. Any Takers?
Practice compass test sites
http://www2.gsu.edu/~wwwrtp/pracread.htm
https://web.gsc.edu/fs/mhorton/LSEnglish/readingpractice/test3/reading3.html
http://college.cengage.com/devenglish/resources/reading_ace/students/index.html
http://www.qcc.cuny.edu/basicskills/Practice%20Test%201%20for%20the%20COMPASS%20Reading%20Assessment%20Examination.htm
http://www.compass-test-practice.com/compass-reading-sample.htm
http://www.google.com/search?hl=en&source=hp&q=compass+test+reading+practice&aq=f&aqi=g1&aql=&oq=
http://www.act.org/compass/sample/pdf/reading.pdf
http://www.act.org/compass/sample/prac.html
http://www.act.org/compass/sample/human.html
http://www.hostos.cuny.edu/oaa/compass_reading/strategies_compass.htm
1/21/11
Thursday's practice Compass exam.
My Reading:
1/20/11
The Edge Question 2011
WHAT SCIENTIFIC CONCEPT WOULD IMPROVE EVERYBODY'S COGNITIVE TOOLKIT?
The term 'scientific"is to be understood in a broad sense as the most reliable way of gaining knowledge about anything, whether it be the human spirit, the role of great people in history, or the structure of DNA. A "scientific concept" may come from philosophy, logic, economics, jurisprudence, or other analytic enterprises, as long as it is a rigorous conceptual tool that may be summed up succinctly (or "in a phrase") but has broad application to understanding the world.
164 CONTRIBUTORS (113,500 words)
1/18/11
I visit this unique blogger daily. She offers a bit of food for my soul. Great artist and thinker. Here is what she posted today. I keep putting off, the challenge to draw everyday, she gave herself. Looking over time her drawings continue to improve. I believe that doing something you want to learn everyday will assist you in achieving your goal. I appreciated her reference today about reading, while she pauses her pencil. Her words, " . . .amplifies and extends my experience of the world " resonated with me. I also love the title of her blog: Woolgathering. My mother use to use that phrase a lot about me. Research now suggests woolgathering or daydreaming is beneficial for children and learning.
Here is her link:pencil
By Elizabeth Perry on January 17, 2011 11:12 PM | 0 CommentsAnd settled at home again, with time to catch up online. The pause was lovely, but I missed the reading and writing I do on various electronic devices. Web-connected pages don't replace books for me, but the wild variety of that endless magazine/newspaper/art show/encyclopedia amplifies and extends my experience of the world.
1/17/11
What I am Reading Now:
http://www.slideshare.net/grainne/chapter-11-web-2-review
Chapter 11 Web 2 Review
Open Social Participatory Media
1/16/11
What I am Reading Now:
http://tntp.org/files/TheWidgetEffect_execsummary_2nd_ed.pdf
http://tntp.org/files/Teacher-Evaluation-Oct10F.pdf
Is Read99 the result?
http://www.newcultureoflearning.com/newcultureoflearning.html
A new culture of learning needs to leverage social & technical infrastructures in new ways.
We believe a new culture of learning does this in four ways:
1) By thinking about the problem as a crisis in learning rather than teaching
2) By looking at the incredible power of new cultures of learning that are happening already and understanding what makes them successful
3) By tapping new resources: peer to peer learning, amplified by the power of the collective, which favors things like questing dispositions over transfer models of education and embraces play as a modality of exploration, experimentation, and engagement.
4) By understanding how to optimize the resources (and freedom) of large networks, while at the same time affording personal and individual agency constrained within a problem space created by a bounded learning environment.
1/15/11
What I am Reading Now: Handbook of college reading
pages 52- 105
Vocabulary development:
Contextual analysis supports the greatest gains. Pg 52
Page 57
Concept Map for Vocab(-NAIT Diekhoff, et al. 1982)
Page 61
Self Selected Vocab List
Wide Reading p. 65
Comprehension of College Readers
pg. 76
Schema and Cultural Differences
Motivation pg. 80
Choice -as in personal Interest
Challenge-task must require effort
Control-Student has contol of their learning situation
Collaboration-Social interaction with peer most motivating
Direct Instruction most effective
Organizing Strategies:
Graphic Organizers-allow students to visualize key concepts/definitions
Concept Mapping
PreViews
Isolate Key Information
Underline an Highlight
Annotation
Elaborating-relate to information students already know
Elaborative Interrogation-insert why questions in text or lecture
Elaborative Verbal Rehearsal- Similar to Picture walk
Self-Testing
1/14/11
What I am Reading Now
pages 1-52
eBook from http://www.netlibrary.com/Reader/
Kamishibai (kah-mee-she-bye)
http://www.kamishibai.com/history.html